2. Inspection of Standards for British Schools Overseas

2. Inspection of Standards for British Schools Overseas

Preface

The Independent Schools Inspectorate (ISI) is a body approved by the British Government for the purpose of inspecting independent schools in England and overseas. Inspections for British schools overseas follow closely the framework and guidance for independent school inspection in England. ISI reports to the English Department for Education (DfE) on the extent to which schools meet the Standards for British Schools Overseas (BSO). It also takes account, where relevant, of compliance with any local requirements. Schools may opt for an inspection of COMPLIANCE ONLY or a combined inspection of EDUCATIONAL QUALITY AND COMPLIANCE. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: an exhaustive health and safety audit; an indepth examination of the structural condition of the school, its services or other physical features; an investigation of the financial viability of the school or its accounting procedures; an in-depth investigation of the school’s compliance with employment or company law; in-depth consideration of the extent to which the school meets the requirements of local law and custom.

This is a COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL QUALITY, the report of which appears later in this document. The COMPLIANCE inspection reports only on the school’s

compliance with the Standards for British Schools Overseas. The standards represent minimum requirements, and judgements are given either as met or as not met. In order to gain BSO accreditation, a school is required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report. If a school does not meet all of the standards, it may elect to be re-inspected once it has taken the required actions in order to gain BSO accreditation.

Headline judgements against the Standards for British Schools Overseas indicate that the standards have been ‘met’ or ‘not met’ for accreditation.

Accreditation as a British school overseas lasts for three years. The school’s previous inspection was in March 2018.

Key findings

2.1 The school meets all the Standards for British Schools Overseas and no further action is required as a result of this inspection.

Part 1 – Quality of education provided

2.2 The standards relating to the quality of education [paragraphs 1–4] are met.

2.3 The curriculum in the EYFS, primary and secondary schools is well planned and takes account of the ages, aptitudes and needs of pupils. It provides pupils with experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education; enables them to acquire speaking, listening, literacy and numeracy skills and a good understanding of English; provides personal, social, health and economic education, up-to-date careers guidance, and appropriate programmes of activities for all pupils. The curriculum is delivered in English, and the use of English is encouraged at all times during the school day. The curriculum provides all pupils, including those with SEND, with the opportunity to learn and make progress and prepares them for the opportunities, responsibilities and experiences of life in British, Romanian, and western society. 2.4 Teaching is well planned. It shows a good understanding of the pupils and their needs; good subject knowledge and understanding; appropriate use of resources; and effective strategies for managing behaviour. It is successful in giving pupils the opportunity to acquire new knowledge and make good progress and it fosters self-motivation, application and interest. It does not undermine fundamental British values and does not discriminate against pupils because of their protected characteristics. There are frameworks throughout the school to assess pupils’ performance by reference to the school’s aims or British national norms, and assessment information is used to plan teaching so that pupils can progress. 2.5 Section 3 of this report provides a more detailed evaluation of the quality of the pupils’ learning and achievements and the contribution that the curriculum and teaching make to these outcomes.

Part 2 – Spiritual, moral, social and cultural development of pupils

2.6 The standard relating to spiritual, moral, social and cultural development [paragraph 5] is met.

2.7 The school promotes the fundamental British values of democracy, the rule of law, individual liberty, and respect and tolerance of those with different faiths and beliefs. It promotes principles which enable pupils to develop self-knowledge, self-esteem and self-confidence; distinguish right from wrong; accept responsibility for their behaviour; contribute to the lives of others; and gain knowledge and respect for public institutions in England and for the responsibilities of citizenship in Romania and pupils’ native countries. Further, it encourages tolerance and harmony between different cultural traditions and promotes a balanced presentation of political issues and preclusion of partisan political views. It also actively promotes respect for the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. 2.8 Section 3 of this report provides a more detailed evaluation of the quality of the pupils’ personal development and the factors which contribute to their development.

Part 3 – Welfare, health and safety of pupils

2.9 The standards relating to welfare, health and safety [paragraphs 6–16] are met.

2.10 Suitable arrangements are made to safeguard and promote the welfare of pupils at the school. These are in line with Romanian guidelines and have regard to relevant statutory guidance published in the

UK. Strategies are implemented effectively to ensure that pupils of all ages are listened to and provided with early help. The particular vulnerability of those with SEND is recognised. The school employs two full-time professional counsellors to whom pupils have free access. Staff are suitably aware of the code of conduct and the whistleblowing policy. An appropriate policy regarding low-level concerns has been recently introduced. Safeguarding is managed effectively, and communication between the school and external professionals promotes the well-being of pupils at risk or in danger of harm. Pupils have a secure awareness of how to keep safe online and in their daily lives outside school. 2.11 Good behaviour is promoted, and the system of rewards and sanctions is clearly understood and effective. Bullying is prevented as far as is reasonably practical. The school complies with the relevant Romanian health and safety laws and fire safety standards. Documentation in these areas is thorough and shows an effective overview of procedures. Pupils are properly supervised, and attendance and admission procedures ensure that the school can find the whereabouts of pupils. Access to and from the site is rigorously monitored and recorded. The risk to pupils attached to any activity is appropriately assessed and recorded. First aid is administered in a timely manner.

Part 4 – Suitability of staff, supply staff, and proprietors

2.12 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] are met.

2.13 The suitability of persons appointed as members of staff is checked in line with both national requirements and guidance issued to schools in the UK. Appropriate checks are made on staff working as contractors, volunteers and others who have access to the site. The directors are checked to an appropriate level. A comprehensive and accurate register is maintained of the recruitment checks undertaken.

Part 5 – Premises of and accommodation at schools

2.14 The standards relating to the premises and accommodation [paragraphs 22–31] are met.

2.15 Suitable toilet and washing facilities are provided, including those for disabled pupils. A medical room provides appropriate accommodation to cater for the medical and therapy needs of all pupils. Premises and accommodation are maintained to a standard so that the health, safety and welfare of pupils are ensured. The acoustic conditions and lighting are suitable: external lighting ensures that pupils can enter and leave the school premises safely. The provision of water for drinking and washing is suitable, and sufficient outdoor space on the school site is provided for physical education and play.

Part 6 – Provision of information

2.16 The standard relating to the provision of information [paragraph 32] is met.

2.17 The contact details for the school, the executive director, head and heads of school, and a statement of the school’s ethos are provided for parents of pupils and prospective pupils on the school website. Policies and particulars of arrangements for admissions, misbehaviour and exclusions; provision for SEND and those with English as an additional language (EAL); handling of complaints; the curriculum; promoting good behaviour; preventing bullying; health and safety; and first aid are made available to parents of pupils and prospective pupils on the school website together with details of the school’s academic performance. The school’s arrangements for safeguarding pupils are published on the school website. The school provides an annual written report to parents of each pupil’s progress and attainment.

Part 7 – Manner in which complaints are handled

2.18 The standard relating to the handling of complaints [paragraph 33] is met.

2.19 The school’s complaints procedure is available on the school website. It provides for concerns and complaints to be considered on an informal basis; for the establishment of a formal procedure for a complaint to be made in writing; for a hearing before a panel which includes an independent member, at which it allows for the parent to be accompanied; for the panel to make findings and recommendations; and for a confidential record to be kept of findings.

Part 8 – Quality of leadership in and management of schools

2.20 The standard relating to leadership and management of the school [paragraph 34] is met.

2.21 The leadership and management of the school, including the directors, demonstrate good skills and knowledge and fulfil their responsibilities so that the BSO Standards are met consistently. The school’s day-to-day leadership, its oversight by the governing body and their decisions, actively promote the well-being of pupils. 2.22 Section 3 of this report provides a more detailed evaluation of the impact of leadership and management on the pupils’ learning, achievement and personal development.